solving word problems by 18 adding/subtracting fractions · laps during morning practice. he swam 4...

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© Teacher Created Materials 21197—Focused Mathematics Intervention Level 5—Teacher’s Guide Lesson 18 Name: _________________________________________________ Date:_________________ Keeping It Real Directions: Follow the steps in the box below to solve the problem. Step 1: Read the problem. Step 2: Reread the problem. Highlight important information. Step 3: List the information you know. Step 4: Write a sentence that tells what you are trying to find. Step 5: Solve the problem. Step 6: Ask yourself if the answer makes sense. 1 Kavita grew her hair long so she could donate it to a charity. Her hair was 3 1 2 feet long. Now her hair is 1 1 6 feet long. How much hair did she donate? List the information. Write a sentence. Solve the problem. Explain how you solved the problem. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ © Teacher Created Materials 21206—Focused Mathematics—Student Guided Practice Book Name: __________________________________________________________ Date: ____________________ Lesson 18 125 Name: _________________________________________________ Date:_________________ Quick Check Directions: Determine if you add or subtract to solve each problem. 1 On Monday, Finley ate 3 4 of a package of her favorite fruit snacks, Fraction Fruities. On Tuesday, she ate 1 2 of a package. How much more did Finley eat on Monday? Do you add or subtract to solve this problem? __________________________________________________________________ 2 Alonso swam 8 1 2 laps during morning practice. He swam 4 3 4 more laps during afternoon practice. How many laps did Alonso swim in all? Do you add or subtract to solve this problem? __________________________________________________________________ 3 Yilin has to read 6 books to reach her monthly reading goal. She has already read 1 3 books. How many more books does Yilin need to read to reach her goal? Do you add or subtract to solve this problem? __________________________________________________________________ Directions: Solve each problem. Show your work. Then, circle the solution. 4 Mrs. Bocci planted 2 3 of her flower garden on Thursday. On Friday, she planted another 2 6 of the flower garden. How much did she plant over the two days? 5 The McAvoy family drove 24 2 4 miles to visit a theme park. On the way there, they stopped at a gas station. The gas station was 12 1 3 miles from their home. How far is it from the gas station to the theme park? © Teacher Created Materials 21206—Focused Mathematics—Student Guided Practice Book Name: __________________________________________________________ Date: ____________________ Lesson 18 127 Name: _________________________________________________ Date:_________________ Monster Truck Fractions Directions: Follow the steps in the box below to solve the problem. Step 1: Read the problem. Step 2: Reread the problem. Highlight important information. Step 3: List the information you know. Step 4: Write a sentence that tells what you are trying to find. Step 5: Solve the problem. Step 6: Ask yourself if the answer makes sense. 1 The monster truck documentary on television has two parts. The first part is 2 1 4 hours long. The second part is 1 5 8hours long. How long is the documentary? List the information. Write a sentence. Solve the problem. Explain how you solved the problem. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 21206—Focused Mathematics—Student Guided Practice Book © Teacher Created Materials Name: __________________________________________________________ Date: ____________________ Lesson 18 126 Name: _________________________________________________ Date:_________________ Refocus Directions: Model the problem with measuring cups and rice. Then, solve each problem. 1 Mary had 1 3 4 cups of rice in a bowl. She took out 1 2 cup. How much rice does she have left in the bowl? Write an equation to show how to solve the problem. Solve the problem using equivalent fractions. Solution: __________________________________________________________ Explain your thinking. __________________________________________________________________ __________________________________________________________________ 2 Morgan put 1 3 cup of rice in a bowl. She added 1 1 2 more cups of rice to the bowl. How much rice does she have in all? Write an equation to show how to solve the problem. Solve the problem using equivalent fractions. Solution: __________________________________________________________ Explain your thinking. __________________________________________________________________ __________________________________________________________________ 21206—Focused Mathematics—Student Guided Practice Book © Teacher Created Materials Name: __________________________________________________________ Date: ____________________ Lesson 18 128 Name: _________________________________________________ Date:_________________ Independent Practice Directions: Write a word problem to go with each equation. Solve using equivalent fractions. 1 1 4 + 1 3 Word Problem: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Solution: __________________________________________________________ 2 4 7 8 − 1 1 4 Word Problem: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Solution: __________________________________________________________ © Teacher Created Materials 21206—Focused Mathematics—Student Guided Practice Book Name: __________________________________________________________ Date: ____________________ Lesson 18 129 Name: _________________________________________________ Date:_________________ Real World Math in the Look Back and Explain Solution Make a Plan Unpack the Problem Quilting Comics David’s mom made a quilt from all of David’s favorite comic book T-shirts that do not fit him anymore. She wanted the quilt to be 6 3 4 feet long. When David’s mom finished the quilt, it was only 5 1 2 feet long. She adds a new row of T-shirts to the quilt. This adds 1 4 foot to the quilt. How many more rows does she need to make it the length she wants? 21206—Focused Mathematics—Student Guided Practice Book © Teacher Created Materials Name: __________________________________________________________ Date: ____________________ Lesson 18 130 Name: _________________________________________________ Date:_________________ Ref lection 1 What steps do you use to solve a word problem? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 2 How does writing a sentence before you begin solving a word problem help you solve the problem? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ © Teacher Created Materials 21206—Focused Mathematics—Student Guided Practice Book Name: __________________________________________________________ Date: ____________________ Lesson 18 131 Solving Word Problems by Adding/Subtracting Fractions Materials Student Guided Practice Book (pages 125–131) • Math Fluency Game Sets • Digital Math Fluency Games • Fraction Wall (filename: fractions.pdf) • index cards • chart paper • highlighters and markers • bowls • measuring cups • dry rice Student Misconceptions Students often have difficulty understanding word problems involving the addition and subtraction of fractions and mixed numbers with unlike denominators. Providing students with multiple opportunities to see these in real, meaningful contexts will help develop understanding. Most students can easily solve this problem using mental math. However, when they see the same problem decontextualized (1 1 2 + 1), it may become challenging. Learning Objectives Number and Operations—Fractions Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators; e.g., by using visual fraction models or equations to represent the problem. Mathematical Practices and Processes Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Attend to precision. Progress Monitoring The Student Guided Practice Book pages below can be used to formally and informally assess student understanding of the concepts. 197

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© Teacher Created Materials 21197—Focused Mathematics Intervention Level 5—Teacher’s Guide

Lesson

18

Name: _______________________________

__________________ Date: _______________

__

Keeping It Real

Directions: Follow the steps in the box below to solve the problem.

Step 1: Read the problem.

Step 2: Reread the problem. Highlight important information.

Step 3: List the information you know.

Step 4: Write a sentence that tells what you are trying to find.

Step 5: Solve the problem.

Step 6: Ask yourself if the answer makes sense.

1 Kavita grew her hair long so she could donate it to a charity. Her hair was

3 12 feet long. Now her hair is 1 16 feet long. How much hair did she donate?

List the information.

Write a sentence.

Solve the problem.

Explain how you solved the problem.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

© Teacher Created Materials 21206—Focused Mathematics—Student Guided Practice Book

Name: _______________________________

___________________________ Date: _______________

_____ Lesson

18

125

Name: _________________________________________________ Date: _________________Quick CheckDirections: Determine if you add or subtract to solve each problem.

1 On Monday, Finley ate 34 of a package of her favorite fruit snacks, Fraction Fruities.

On Tuesday, she ate 12 of a package. How much more did Finley eat on Monday?

Do you add or subtract to solve this problem? __________________________________________________________________

2 Alonso swam 8 12 laps during morning practice. He swam 4 3

4 more laps during

afternoon practice. How many laps did Alonso swim in all? Do you add or subtract

to solve this problem? __________________________________________________________________

3 Yilin has to read 6 books to reach her monthly reading goal. She has already read

4 13 books. How many more books does Yilin need to read to reach her goal? Do

you add or subtract to solve this problem? __________________________________________________________________

Directions: Solve each problem. Show your work. Then, circle the solution.

4 Mrs. Bocci planted 23 of her flower garden on Thursday. On Friday, she planted

another 26 of the flower garden. How much did she plant over the two days?

5 The McAvoy family drove 24 24 miles to visit a theme park. On the way there, they

stopped at a gas station. The gas station was 12 13 miles from their home. How far is

it from the gas station to the theme park?

© Teacher Created Materials

21206—Focused Mathematics—Student Guided Practice Book

Name: __________________________________________________________ Date: ____________________Lesson

18

127

Name: _________________________________________________ Date: _________________

Monster Truck FractionsDirections: Follow the steps in the box below to solve the problem.

Step 1: Read the problem.

Step 2: Reread the problem. Highlight important information.

Step 3: List the information you know.

Step 4: Write a sentence that tells what you are trying to find.

Step 5: Solve the problem.

Step 6: Ask yourself if the answer makes sense.

1 The monster truck documentary on television has two parts. The first part is 2 14 hours long. The second part is 1 58 hours long. How long is the documentary?

List the information.

Write a sentence.

Solve the problem.

Explain how you solved the problem.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

21206—Focused Mathematics—Student Guided Practice Book © Teacher Created Materials

Name: __________________________________________________________ Date: ____________________Lesson

18

126

Name: ________________________________________________

_ Date: _________________

Refocus

Directions: Model the problem with measuring cups and rice. Then, solve each problem.

1 Mary had 1 34 cups of rice in a bowl. She took out 12 cup. How much rice does she

have left in the bowl? Write an equation to show how to solve the problem.

Solve the problem using equivalent fractions.

Solution: __________________________________________________________

Explain your thinking.

__________________________________________________________________

__________________________________________________________________

2 Morgan put 13 cup of rice in a bowl. She added 1 12 more cups of rice to the bowl.

How much rice does she have in all? Write an equation to show how to solve

the problem.

Solve the problem using equivalent fractions.

Solution: __________________________________________________________

Explain your thinking.

__________________________________________________________________

__________________________________________________________________

21206—Focused Mathematics—Student Guided Practice Book © Teacher Created Materials

Name: ________________________________________________

__________ Date: ____________________

Lesson

18

128

Name: _________________________________________________ Date: _________________

Independent PracticeDirections: Write a word problem to go with each equation. Solve using equivalent

fractions.

1 14 + 13

Word Problem:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Solution: __________________________________________________________

2 4 78 − 1 14

Word Problem:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Solution: __________________________________________________________

© Teacher Created Materials 21206—Focused Mathematics—Student Guided Practice Book

Name: __________________________________________________________ Date: ____________________ Lesson

18

129

Name: _________________________________________________ Date: _________________

Real WorldMath in the

Look Back and Explain

Solution

Make a Plan

Unpack the Problem

Quilting ComicsDavid’s mom made a quilt from all of David’s favorite comic book T-shirts that do not fit him anymore. She wanted the quilt to be 6 34 feet long. When David’s mom finished the quilt, it was only 5 12 feet long. She adds a new row of T-shirts to the quilt. This adds 14 foot to the quilt. How many more rows does she need to make it the length she wants?

21206—Focused Mathematics—Student Guided Practice Book © Teacher Created Materials

Name: __________________________________________________________ Date: ____________________Lesson

18

130

Name: _________________________________________________ Date: _________________

Ref lection 1 What steps do you use to solve a word problem? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 2 How does writing a sentence before you begin solving a word problem help you

solve the problem? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

© Teacher Created Materials 21206—Focused Mathematics—Student Guided Practice Book

Name: __________________________________________________________ Date: ____________________Lesson

18

131

Solving Word Problems by Adding/Subtracting Fractions

Materials • Student Guided Practice

Book (pages 125–131)

• Math Fluency Game Sets

• Digital Math Fluency Games

• Fraction Wall (filename: fractions.pdf)

• index cards

• chart paper

• highlighters and markers

• bowls

• measuring cups

• dry rice

Student MisconceptionsStudents often have difficulty understanding word problems involving the addition and subtraction of fractions and mixed numbers with unlike denominators. Providing students with multiple opportunities to see these in real, meaningful contexts will help develop understanding. Most students can easily solve this problem using mental math. However, when they see the same problem decontextualized (1 1

2 + 1), it may become challenging.

Learning ObjectivesNumber and Operations—Fractions

• Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators; e.g., by using visual fraction models or equations to represent the problem.

Mathematical Practices and Processes

• Make sense of problems and persevere in solving them.

• Reason abstractly and quantitatively.

• Attend to precision.

Progress MonitoringThe Student Guided Practice Book pages below can be used to formally and informally assess student understanding of the concepts.

197

21197—Focused Mathematics Intervention Level 5—Teacher’s Guide © Teacher Created Materials

Lesson

18Solving Word Problems by

Adding/Subtracting Fractions (cont.)

Warm-Up min.

1. Prior to the lesson, write addition and subtraction word problems on index cards. Write one problem on each card. Make enough cards so there is one card per group. For example: Opal read 85 pages on Saturday. Holly read 79 pages on Saturday. How many total pages did the girls read?

2. Place students in groups of four or five. Provide a word problem for each group. Have students read the problem in their groups and discuss what information they know, what they need to find out, how to make a plan, and finally how to solve the problem.

3. When the group has finished, ask a student volunteer to write an equation on the board that represents the problem. For example: 85 + 79 = 164. Then, as a class, write a sentence that contains the solution. For example: The girls read 164 pages.

Language and Vocabulary min.

1. Write the following vocabulary terms on the board. Review the definition of each term with the class.

add/addition subtract/subtraction difference fraction numerator denominator sum

2. On chart paper, draw a three-column table. Label the columns word, example, and non-example. As a class, brainstorm examples and non-examples of each vocabulary term. Write student responses on the chart.

word example non-examplenumerator 3

468

4 12

57

3. As students suggest examples and non-examples, have them explain their reasoning for the response.

198

© Teacher Created Materials 21197—Focused Mathematics Intervention Level 5—Teacher’s Guide

Lesson

18Solving Word Problems by

Adding/Subtracting Fractions (cont.)

Whole-Group Lesson min.

Focus 1. The following lesson will address this focus question:

How do you solve word problems that include fractions?

2. You may wish to write the focus question on the board and read it aloud to students. Explain that you will revisit the focus question at the end of the lesson.

1. Say, “Today we are going to solve word problems that include fractions.” On chart paper, write: Step 1: Read the problem.

Step 2: Reread the problem. Highlight important information.

Step 3: List the important information you know.

Step 4: Write a sentence that tells what you are trying to find.

Step 5: Solve the problem.

Step 6: Ask yourself if the answer makes sense.

2. Read the list aloud. Say, “These are the steps we can use to solve any word problem. Always read the problem all the way through the first time. Then reread the problem by highlighting important information and think about what is happening in the situation.

3. Write the following problem on the board and read it aloud: Anthony skated at the skate park for 2 1

3 hours on Saturday and 1 12 hours on Sunday. How many hours did

he spend skating over the weekend?

4. Say, “Let’s reread the problem. This time we are going to locate specific information to solve the problem. We can underline or highlight that information as we read.”

I Do

Language Support

Help students understand that a mixed number includes a whole number and a fraction. When adding and subtracting mixed numbers, students should line up the numbers by their place values. For example, for 3 1

2 + 1 34 the whole

numbers 3 and 1 should be lined up in the ones place, and the fractions 12

and 34 should line up according to their decimal-place values. Lining up the

problem vertically will help students understand place value when adding and subtracting the mixed numbers.

199

21197—Focused Mathematics Intervention Level 5—Teacher’s Guide © Teacher Created Materials

Lesson

18Solving Word Problems by

Adding/Subtracting Fractions (cont.)

Whole-Group Lesson (cont.)

5. Have a student volunteer reread the problem to the class. Ask, “What is the important information in this problem?” As students give answers, underline those parts of the word problem on the board. Students should point out that Anthony skated 2 1

3 hours on Saturday and 1 1

2 hours on Sunday. They need to find out how long he skated over the weekend. Ask, “What should we do to find the total number of hours?” (Add the mixed numbers.)

6. Say, “Let’s write a sentence that shows what we are solving for.” For example: Anthony spent _____ hours skating over the weekend. Say, “Next, let’s make a plan to help us solve the problem.” Ask, “What can we do to solve this problem?” (Use fraction bars; draw a number line; add by finding a common denominator.) Say, “Let’s use a number line to help us visualize this problem. What common denominator should we use to add the fractions?” Students should say that the common denominator is 6. Draw a number line by making six equal parts between the whole numbers. Start at 2 1

3 , count on to add one whole, and then count on to add 1

2 . You should land on 3 56 on the

number line. The model should look like this:

1 2 3

+1

4

2 13

+ 12

7. Ask, “How do we add these two mixed numbers together using an equation?” Students should write the equation 2 1

3 + 1 12 = _____. Have students solve the problem on

the board by making equivalent fractions with 6 as the common denominator. The problem should look like this:

13

12

26

36

56

1 × 23 × 2

1 × 32 × 3

=

=

=

=+2 2 2

1 1 1

3

8. Ask, “What is the solution to the problem?” Students should say that Anthony skated 3 5

6 hours over the weekend. Ask, “Does your answer make sense?” Students should agree that the answer makes sense because the estimated sum is about four hours and the answer is very close to the estimate.

I Do(cont.)

200

© Teacher Created Materials 21197—Focused Mathematics Intervention Level 5—Teacher’s Guide

Lesson

18Solving Word Problems by

Adding/Subtracting Fractions (cont.)

Whole-Group Lesson (cont.)

1. Refer students to the Keeping It Real activity sheet (Student Guided Practice Book, page 125). Say, “Let’s solve some more word problems with fractions.” Have a student volunteer read Question 1 aloud while you write it on the board: Kavita grew her hair long so she could donate it to a charity. Her hair was 3 1

2 feet long. Now her hair is 1 1

6 feet long. How much hair did she donate?

2. Reread the problem and have students highlight important information. Ask, “What do you know about this situation?” (Kavita’s hair was 3 1

2 feet long. After donating a portion of her hair, it is now 1 1

6 feet long.) Ask, “What did you highlight in the problem? What did you think was important?” Students should recognize the initial length, 3 1

2 feet, as well as how much is left, 1 16 feet. Have students list

these measurements.

3. Ask, “What is a sentence to show what we are solving for? What are we trying to find out?” Have students write their sentences on their activity sheets. For example: Kavita donated _____ feet of hair. Have students solve the problem. Remind them that they must first find common denominators before subtracting the mixed numbers. The problem should look like this:

12

16

36

16

26

13

1 × 32 × 3

1 × 16 × 1

=

=

=

=

=–3 3 3

1 1 1

2 2

4. Have students explain how they solved the problem. To help students explain their reasoning, provide them with the following sentence frames:

• When you need to solve a problem, start by _____ the problem and put the _____ in your own words. (reading; problem)

• Focus on the _____ so you know what you are trying to find out. (question)

• Make a _____ to solve the problem, such as acting it out, making a model, or drawing a picture. (plan)

• _____ the problem. (Solve)

• Ask yourself if the answer _____. (makes sense)

We Do

201

21197—Focused Mathematics Intervention Level 5—Teacher’s Guide © Teacher Created Materials

Lesson

18Solving Word Problems by

Adding/Subtracting Fractions (cont.)

Whole-Group Lesson (cont.)

1. Refer students to the Monster Truck Fractions activity sheet (Student Guided Practice Book, page 126). Provide the sentence frames from Step 4 of the We Do section to help students explain their reasoning.

2. Have students share their equations and reasoning. If students have difficulty explaining their reasoning, remind them to use the sentence frames and vocabulary terms.

Closing the Whole-Group LessonRevisit the focus question for the lesson: How do you solve word problems that include fractions? Ask students to explain the steps they use to solve word problems. They should identify the importance of rereading a problem and highlighting important information. They should restate the problem in their own words, make a plan, find the solution, and then check if their answer is reasonable. Students should also recognize that in order to solve a problem with fractions, they need to find a common denominator first.

Progress Monitoring min.

1. Have students complete the Quick Check activity sheet (Student Guided Practice Book, page 127) to gauge student progress toward mastery of the Learning Objectives.

2. Based on the results of the Quick Check activity sheet and your observations during the lesson, identify students who may benefit from additional instruction in the Learning Objectives. These students will be placed into a small group for reteaching. See instructions on the following page.

You Do

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© Teacher Created Materials 21197—Focused Mathematics Intervention Level 5—Teacher’s Guide

Lesson

18

Extend LearningAsk students how they might solve word problems that seem to only have one number included. Have students complete the Lesson 18 Extend Learning Task (filename: extendtask18.pdf).

Solving Word Problems by Adding/Subtracting Fractions (cont.)

Differentiated Instruction min.

Gather students for reteaching. The remaining students will complete the Independent Practice activity sheet (Student Guided Practice Book, page 129) to reinforce their learning and then play the Math Fluency Games.

Refocus PPT

Revisit the focus question for the lesson: How do you solve word problems that include fractions? Provide students with manipulatives to help them visualize the word problems and act them out. For example, distribute bowls, measuring cups, and dry rice. Write the following problem on the board: Leena put 3

4 cup of rice in a bowl. She decided to add 18 cup

more rice to the bowl. How much rice did she place in the bowl?

Have one student measure 34 cup of rice and pour it into the bowl. Have a second student

measure 18 cup and pour it into the bowl. Ask, “How can we find out how much rice is in

the bowl?” (Measure the entire mixture.) Ask, “What operation will we use to solve this problem?” Students may suggest that since they put more rice in the bowl, they need to add the amounts. Say, “How can we write an equation for this problem?” Write 3

4 + 18 = on

the board.

Say, “Let’s use our fraction strips to solve this problem.” Have students place three 14

strips and one 18 strip next to each other. Ask students to use the fraction strips to make an

equivalent amount.

Support students as they complete Question 1 on the Refocus activity sheet (Student Guided Practice Book, page 128), and then have them solve Question 2 independently.

Digital Math Fluency GamesMath Fluency Game Sets

Math Fluency Games

203

21197—Focused Mathematics Intervention Level 5—Teacher’s Guide © Teacher Created Materials

Lesson

18Solving Word Problems by

Adding/Subtracting Fractions (cont.)

Math in the Real World min.

1. Refer students to the Math in the Real World: Quilting Comics task (Student Guided Practice Book, page 130). Have a student read the task aloud. Tell students to explain or summarize the task to their partners. Have a few students share their summaries.

2. Ask students to think about what information they will need to solve the task and what the task is asking them to do. Then, have them share with a partner. Ask a few students to share aloud. Students should identify that the quilt needs to be 6 3

4 feet long. Students should understand that they need to add 1

4 foot to 5 12 feet to get the

total length before comparing it to 6 34 feet. Students should recognize that they need

to find out how many more feet need to be added to the quilt to make it 6 34 feet long.

Have students work in groups of two or three to complete the task.

3. As students are working, circulate and ask focusing, assessing, and advancing questions:

• What information do you know?

• What are you trying to find out?

• How can you explain your reasoning?

Sentence Frames for Explaining Reasoning • First, I _____ the length she wanted from the actual quilt length to find _____.

• Then, I used the operation of _____ to find out _____.

• Finally, I calculated how many rows were needed by _____.

4. Observe how students are solving the task, and choose a few groups who solved the task in different ways to share their solutions and reasoning. Try to have the solutions move from concrete representations to more abstract representations. For example, have students share solutions with a visual representation (drawing/area model), and then the symbolic representation (equation). Make sure students explain their reasoning as they share solutions.

5. As groups are sharing their solution paths, reasoning, and strategies, ask questions:

• Do you agree or disagree with the solution path and reasoning? Why?

• Who can restate _____’s strategy/solution path/reasoning?

Lesson Reflection min.

Have students summarize their learning about solving word problems that include fractions, and provide feedback on any questions they still have about the content on the Reflection activity sheet (Student Guided Practice Book, page 131).

204

Name: _________________________________________________ Date: _________________

Keeping It RealDirections: Follow the steps in the box below to solve the problem.

Step 1: Read the problem.

Step 2: Reread the problem. Highlight important information.

Step 3: List the information you know.

Step 4: Write a sentence that tells what you are trying to find.

Step 5: Solve the problem.

Step 6: Ask yourself if the answer makes sense.

1 Kavita grew her hair long so she could donate it to a charity. Her hair was 3 12 feet long. Now her hair is 1 16 feet long. How much hair did she donate?

List the information.

Write a sentence.

Solve the problem.

Explain how you solved the problem.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

© Teacher Created Materials 21206—Focused Mathematics—Student Guided Practice Book

Name: __________________________________________________________ Date: ____________________ Lesson

18

125

Name: _________________________________________________ Date: _________________

Monster Truck FractionsDirections: Follow the steps in the box below to solve the problem.

Step 1: Read the problem.

Step 2: Reread the problem. Highlight important information.

Step 3: List the information you know.

Step 4: Write a sentence that tells what you are trying to find.

Step 5: Solve the problem.

Step 6: Ask yourself if the answer makes sense.

1 The monster truck documentary on television has two parts. The first part is 2 14 hours long. The second part is 1 58 hours long. How long is the documentary?

List the information.

Write a sentence.

Solve the problem.

Explain how you solved the problem.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

21206—Focused Mathematics—Student Guided Practice Book © Teacher Created Materials

Name: __________________________________________________________ Date: ____________________Lesson

18

126

Name: _________________________________________________ Date: _________________

Quick CheckDirections: Determine if you add or subtract to solve each problem.

1 On Monday, Finley ate 34 of a package of her favorite fruit snacks, Fraction Fruities. On Tuesday, she ate 12 of a package. How much more did Finley eat on Monday? Do you add or subtract to solve this problem?

__________________________________________________________________

2 Alonso swam 8 12 laps during morning practice. He swam 4 34 more laps during afternoon practice. How many laps did Alonso swim in all? Do you add or subtract to solve this problem?

__________________________________________________________________

3 Yilin has to read 6 books to reach her monthly reading goal. She has already read 4 13 books. How many more books does Yilin need to read to reach her goal? Do you add or subtract to solve this problem?

__________________________________________________________________

Directions: Solve each problem. Show your work. Then, circle the solution.

4 Mrs. Bocci planted 23 of her flower garden on Thursday. On Friday, she planted another 26 of the flower garden. How much did she plant over the two days?

5 The McAvoy family drove 24 24 miles to visit a theme park. On the way there, they stopped at a gas station. The gas station was 12 13 miles from their home. How far is it from the gas station to the theme park?

© Teacher Created Materials 21206—Focused Mathematics—Student Guided Practice Book

Name: __________________________________________________________ Date: ____________________ Lesson

18

127

Name: _________________________________________________ Date: _________________

RefocusDirections: Model the problem with measuring cups and rice. Then, solve each problem.

1 Mary had 1 34 cups of rice in a bowl. She took out 12 cup. How much rice does she have left in the bowl? Write an equation to show how to solve the problem.

Solve the problem using equivalent fractions.

Solution: __________________________________________________________

Explain your thinking.

__________________________________________________________________

__________________________________________________________________

2 Morgan put 13 cup of rice in a bowl. She added 1 12 more cups of rice to the bowl. How much rice does she have in all? Write an equation to show how to solve the problem.

Solve the problem using equivalent fractions.

Solution: __________________________________________________________

Explain your thinking.

__________________________________________________________________

__________________________________________________________________

21206—Focused Mathematics—Student Guided Practice Book © Teacher Created Materials

Name: __________________________________________________________ Date: ____________________Lesson

18

128

Name: _________________________________________________ Date: _________________

Independent PracticeDirections: Write a word problem to go with each equation. Solve using equivalent fractions.

1 14 + 13

Word Problem:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Solution: __________________________________________________________

2 4 78 − 1 14

Word Problem:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Solution: __________________________________________________________

© Teacher Created Materials 21206—Focused Mathematics—Student Guided Practice Book

Name: __________________________________________________________ Date: ____________________ Lesson

18

129

Name: _________________________________________________ Date: _________________

Real WorldMath in the

Look Back and Explain

Solution

Make a Plan

Unpack the Problem

Quilting ComicsDavid’s mom made a quilt from all of David’s favorite comic book T-shirts that do not fit him anymore. She wanted the quilt to be 6 34 feet long. When David’s mom finished the quilt, it was only 5 12 feet long. She adds a new row of T-shirts to the quilt. This adds 14 foot to the quilt. How many more rows does she need to make it the length she wants?

21206—Focused Mathematics—Student Guided Practice Book © Teacher Created Materials

Name: __________________________________________________________ Date: ____________________Lesson

18

130

275275

Litera

ture

Litera

ture

Litera

ture

© Teacher Created Materials 21170—Focused Reading Intervention Level 5—Teacher’s Guide

Understanding Figurative Language

Learning Objectives Conventions: Use correlative conjunctions.

Vocabulary Acquisition: Recognize and explain the meaning of common idioms, adages, and proverbs.

Reading Literature: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Writing: Write a short narrative showing the truth in the idiom “early to bed and early to rise can make you healthy, wealthy, and wise.”

Progress Monitoring The Student Guided Practice Book pages below can be used to formally and informally assess student understanding of the concepts.

Materials • Student Guided Practice

Book (pages 174–179)

• All in a Day’s Work (filename: allinadayswork.pdf)

• Audio CD (Track 29)

• Literacy Game Sets

• Digital Literacy Games

• flashlights

• sentence strips

• highlighters

Skill Overview: Understanding Figurative Language Being able to determine how words and phrases, especially figurative language such as metaphors and similes, are used in a text requires students to use meaning clues, word analysis strategies, and a glossary to help determine or clarify meaning. This strengthens the overall comprehension of a text. At the end of the lesson, students will have read and analyzed the meaning of a variety offigurative language in the passage All in a Day’s Work.

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Omari and his little brother were

walking to the neighborhood pharmacy.

Hideo was only three years old, so Omari

usually didn’t have much to say to him.

“Where are we going?” asked Hideo.

“To get Mom some medicine for her

headache,” Omari answered.

“Why?” questioned Hideo.

“She says it feels like there’s a drum

pounding in her head.”

Hideo looked alarmed.

“It’s not a real drum,” Omari assured

him. “That’s just something you say.”

“Why?”

“It’s like saying ‘Hold your horses’,

or ‘It’s raining cats and dogs.’ It doesn’t

mean real horses, or that real cats and

dogs are falling from the sky.” Hideo

looked confused, so Omari quickly

changed the subject.

“Look at all those birds, Hideo.

Wouldn’t you like to fly like the birds do?”

“Why?”

“They can dive and rise, zig and zag all

through the sky. Wouldn’t that be cool?”

“No,” Hideo answered.

Omari was neither annoyed nor

amused. He didn’t understand why a

three-year-old wouldn’t want the ability to

fly, but he wasn’t giving up. Birds had way

cooler lives than people did.

“Wouldn’t it be amazing to live in the

trees and catch your own food?”

“Why?”

“You’d never have to wash your hands

before dinner, and you’d never have to

eat liverloaf or broccoli stew ever again.

Wouldn’t that be awesome?”

“Why?”

Omari was getting exasperated—this

discussion wasn’t going the way he had

expected. As they entered the pharmacy,

he had one last idea.

“Hideo, when we get to the store, I’ll

buy the medicine and I’ll buy us both

candy bars.”

“Why?”

“You don’t seem to like talking very

much, so on the way home we can just

enjoy our candy and we won’t have to talk.”

Omari and Hideo bought the medicine

and some ooey-gooey, chewy candy bars.

By the time they got home, their mother

was feeling better.

“I’m glad you two had some quality

time together to talk,” she told Omari.

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Using Dialogue

Directions: Use dialogue to write about an event in your day. Refer back to

Why? to help you make your story more fun and interesting. Remember to

introduce your story at the beginning and conclude your story at the end.

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Word Work Part 1: Connecting with Conjunctions

Directions: Use the correlative conjunctions below to complete each sentence.

Correlative Conjunctions Bankeither/or neither/nor not only/but

1 I’m not sure if I will order _______________ pancakes _______________ waffles at breakfast.

2 I can find Roxy in _______________ the kitchen _______________ the closet.

3 It is important to _______________ brush your teeth _______________ to rinse when done.

Part 2: Language and Vocabulary Directions: Use the phrases below to complete each sentence.

Phrase Bank

hold your horses silence is golden two heads are better than one

1 Because _____________________________________________________ , I decided to keep my mouth shut.

2 Mom told you to ______________________________________________ , because she didn’t want you running ahead.

3 Since _______________________________________________________ , my friend and I decided to work on our homework project together.

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Written ResponseDirections: Think about the passage Why? and the differences between big and little kids. Write a short paragraph explaining the differences.

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Name: ___________________________________________ Date: _________________And Then What Happened?

Directions: Reread Why? and complete the chart below identifying the key

events in the story. Event 1: The boys are headed to the pharmacy to get medicine for

their mom.

Event 2:

Event 3:

Event 4:

Event 5:

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Quick Check 1 Which is the correlative conjunction in the sentence below? Marcy is not only a good basketball player but also a fast runner.

A not only…but also B Marcy is C good basketball player D a fast runner

2 What is the narrator’s message here? Why don’t I help you? Two heads are better than one after all.

A The narrator thinks that everyone should have two heads. B The narrator thinks that it will be easier to solve the problem if two people work on it. C The narrator has two heads. D The narrator thinks that solving problems is easier if only one person tries to solve them. 3 How does the author use dialogue in the sentence below? “It’s like saying ‘Hold your horses,’ or ‘It’s raining cats and dogs.’ It doesn’t mean real horses, or that real cats and dogs are falling from the sky.” A to explain why it is raining B to explain what a saying is C to show why Hideo doesn’t talk much D to tell why the boys are going to the pharmacy

4 Which of these sentences explains why the boys are going to the pharmacy? A “Look at all those birds, Hideo. Wouldn’t you like to fly like the birds do?” B “It’s not a real drum,” Omari assured him. “That’s just something you say.” C “Why?” questioned Hideo. D “To get mom some medicine for her headache,” Omari answered.

Name: ___________________________________________ Date: _________________

B

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The alarm clock rang. It was only

six o’clock, but Jeremy bounced out of

bed, somehow wide awake and full

of energy.

“Good morning, Dad!” he chirped.

“Well, this is a surprise!” his dad

answered, unaccustomed to seeing

his son so energized first thing in the

morning.

“You know what they say,” Jeremy

responded. “Early to bed and early

to rise, makes a man healthy, wealthy,

and wise.”

His dad chuckled, shook his head,

and headed for the stairs.

Jeremy was the first one downstairs

and had already finished his breakfast,

washed his dishes, and walked the

dog by the time the rest of the family

finally joined him.

“Why are you in such a big hurry

today?” his mom asked.

“I’m going to catch the bus so you

won’t have to drive me to school,”

Jeremy answered. “Gasoline is

expensive, and a penny saved is a

penny earned, you know!”

His mother laughed, surprised to

hear her son suddenly being so frugal.

“I have to stop by school this

afternoon for a meeting, so I can give

you a ride home,” his mom offered.

“Terrific!” said Jeremy, scrambling

out the door. “You’ll be killing two

birds with one stone.”

As the door shut behind him,

Jeremy’s mother glanced at his dad in

confusion. “Either that boy is crazy or

something strange is going on here,”

she said.

“Jeremy and I made a bet about

who could use the most sayings,” his

dad said, laughing. The day’s not over

yet, but I suspect I’m going to lose.

And if I do, I’ll have to do his chores

for an entire week!”

Jeremy’s mother was speechless.

“What’s the matter? Cat got your

tongue?” his dad said with a wink.

“Nope,” she answered. “Haven’t

you heard? Silence is golden.”

A penny saved is a

penny earned.

AllAllAll in a in a in a Day's W rkDay's W rkDay's W rkDay's W rkDay's W rkDay's W rk

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__ Date: _________________

Figure Out Figurative

Language

Directions: Find three examples of figurative language from All in a Day’s

Work. Then, write the phrase and its meaning in the chart below.

Figurative LanguageMeaning

1

2

3

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Word Work Part 1: Choices, Choices

Directions: Use the correlative conjunctions below to finish each sentence.

neither/nor either/or not only/but

1 ___________________ he woke up on the wrong side of the bed,

___________________ I came in at the wrong time.

2 ___________________ is he winning, ___________________ the day is still young.

3 That morning, ___________________ Jeremy’s mother

___________________ father knew what to say.

Part 2: Language and Vocabulary Directions: Match the idioms to their meanings.

Idioms Meanings

all in a day’s work getting two things done at once

killing two birds with one stone not speaking

cat got your tongue typical or normal

Challenge: Choose one or more idioms from above and use them in a sentence.

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Written ResponseWritten ResponseWritten ResponseDirections: Write a short narrative showing how the idiom “early to bed and early to rise, makes a man healthy, wealthy, and wise” is true. Make sure to include dialogue and descriptions.

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Name: ___________________________________________ Date: _________________Sort Figurative Language

Directions: Read the examples of figurative language below. Then, decide

which type of figurative language it is, and write each phrase in the correct

column on the chart.

Figurative LanguageYou are never too old to learn. It’s raining cats and dogs! Strike while the iron is hot!

Don’t be a back seat driver! I’ve told you a million times! There is no such thing as a free lunch.

You can’t have your cake and eat it, too. Don’t beat around the bush! It is so cold that I have an icicle dripping from my nose.HyperbolesIdioms

Adages

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1 Which of these is the correlative conjunction? Neither the teacher nor his students had ever read the book before. A had, ever B the teacher, his students, C the book D neither, nor

2 Which of the following means “to take care of two things at once?” A silence is golden B cat got your tongue C put all your eggs in one basket D kill two birds with one stone

3 The sentence below is an example of which type of figurative language? “Gasoline is expensive, and a penny saved is a penny earned, you know!” A hyperbole B idiom C adage D simile

4 Why do you think the author chose to use the figurative language chirped in the sentence below? “Good morning, Dad!” he chirped. A to show that Jeremy just woke up B to show that Jeremy is in a happy mood C to show that Jeremy is a bird D to show that Jeremy is late for school

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Language (cont.)

Warm-Up Activity min.

Remind students that high-frequency words are the most commonly used words in texts. Recognition of and repeated exposure to these words is essential to fluent reading. Write the words below on the board. Read each one aloud. Give two students flashlights or pointers. Make up a sentence that contains one of the words. Each student tries to find the word that you used in the sentence and should shine the light on or point to the word.

already energy finally mother surprise

The alarm clock rang. It was only six o’clock, but Jeremy bounced out of bed, somehow wide awake and full of energy.

“Good morning, Dad!” he chirped.

“Well, this is a surprise!” his dad answered, unaccustomed to seeing his son so energized first thing in the morning.

“You know what they say,” Jeremy responded. “Early to bed and early to rise, makes a man healthy, wealthy, and wise.”

His dad chuckled, shook his head, and headed for the stairs.

Jeremy was the first one downstairs and had already finished his breakfast, washed his dishes, and walked the dog by the time the rest of the family finally joined him.

“Why are you in such a big hurry today?” his mom asked.

“I’m going to catch the bus so you won’t have to drive me to school,” Jeremy answered. “Gasoline is expensive, and a penny saved is a penny earned, you know!”

His mother laughed, surprised to hear her son suddenly being so frugal.

“I have to stop by school this afternoon for a meeting, so I can give you a ride home,” his mom offered.

“Terrific!” said Jeremy, scrambling out the door. “You’ll be killing two birds with one stone.”

As the door shut behind him, Jeremy’s mother glanced at his dad in confusion. “Either that boy is crazy or something strange is going on here,” she said.

“Jeremy and I made a bet about who could use the most sayings,” his dad said, laughing. The day’s not over yet, but I suspect I’m going to lose. And if I do, I’ll have to do his chores for an entire week!”

Jeremy’s mother was speechless.

“What’s the matter? Cat got your tongue?” his dad said with a wink.

“Nope,” she answered. “Haven’t you heard? Silence is golden.”

A penny saved is a

penny earned.

AllAllAll in a in a in a Day's W rkDay's W rkDay's W rkDay's W rkDay's W rkDay's W rk

Understanding Figurative Language (cont.)

Word Work Correlative Conjunctions min.

1. Write the sentence Either that boy is crazy or something strange is going on here. Circle the words either and or.

2. Ask students, “What is the role of these words in the sentence?” Allow students to turn to their neighbor to discuss possible answers. (They connect words and ideas.)

3. Explain to students that these words are correlative conjunctions. Say, “A correlative conjunction is a set of words that is used in a pair to connect words, phrases, or clauses in a sentence.”

4. Replace the correlative conjunction in the sentence with not only/but also and discuss the change in meaning. Repeat using the correlative conjunction neither/nor and discuss the change in meaning.

5. Have students complete Part 1 of the Word Work activity sheet (Student Guided Practice Book, page 175) for additional practice with correlative conjunctions.

Language and Vocabulary min.cat got your tongue killing two birds with one stone silence is golden

1. Explain that idioms are a type of figurative language that can be found everywhere in both written and oral language. Say, “Idioms are figures of speech where a word or phrase doesn’t mean the same as the literal meaning of the words together. An idiom is a common expression that is known to mean something different than the individual words.”

2. Write the idiom Silence is golden on the board. Explain that this is an idiom because when it is used, it does not actually mean silence is made of gold. Ask, “What do people mean when they use this idiom?” Allow students to turn to their neighbor to discuss possible responses before sharing their answers aloud. (Silence is worth a lot.) Repeat this process with the remaining idioms.

3. Have students complete Part 2 of the Word Work activity sheet (Student Guided Practice Book, page 175) for additional practice with language and vocabulary.

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Understanding Figurative

Either that boy is crazy or something strange is going on here. Circle

Ask students, “What is the role of these words in the sentence?” Allow students to turn They connect words and ideas.)

Explain to students that these words are correlative conjunctions. Say, “A correlative conjunction is a set of words that is used in a pair to connect words, phrases, or clauses in

not only/but also and discuss neither/nor and discuss

Student Guided Practice page 175) for additional practice with correlative conjunctions.

silence is golden

Explain that idioms are a type of figurative language that can be found everywhere in both written and oral language. Say, “Idioms are figures of speech where a word or phrase doesn’t mean the same as the literal meaning of the words together. An idiom is a common expression that is known to mean something different than the individual

on the board. Explain that this is an idiom because when it is used, it does not actually mean silence is made of gold. Ask, “What do people mean when they use this idiom?” Allow students to turn to their neighbor to discuss

Silence is worth a lot.) Repeat

Student Guided Practice page 175) for additional practice with language and vocabulary.

Circle

Ask students, “What is the role of these words in the sentence?” Allow students to turn

Explain to students that these words are correlative conjunctions. Say, “A correlative conjunction is a set of words that is used in a pair to connect words, phrases, or clauses in

and discuss and discuss

Student Guided Practice

silence is golden

Explain that idioms are a type of figurative language that can be found everywhere in

phrase doesn’t mean the same as the literal meaning of the words together. An idiom is a common expression that is known to mean something different than the individual

on the board. Explain that this is an idiom because when it is used, it does not actually mean silence is made of gold. Ask, “What do people

Repeat

Student Guided Practice

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Language (cont.)

1. Discuss the meaning of figurative language. Explain that figurative language is a word or a phrase that is not used in its normal, everyday meaning. Explain that authors use figurative language for dramatic effect or for comparison. Tell students that some types of figurative language include simile, metaphor, hyperbole, idiom, alliteration, and personification.

2. Say, “Today, when we are reading All in A Day’s Work, we are going to focus on three types of figurative language: hyperboles, idioms, and adages. Remember, a hyperbole is an exaggeration too dramatic to be true. An idiom is when the words in a phrase don’t actually have the literal meaning of the words when put together. For example, it’s raining cats and dogs. An adage is a saying that has a little bit of truth to it. For example, You are never too old to learn.” As you are explaining each type of figurative language, write it on the board.

3. Then say, “By looking at figurative language closely and how an author uses it, we will be able to better understand the words and phrases used in a text.”

1. Explain to students that you are going to practice identifying types of figurative language before you read and sort them into categories. Say, “What type of figurative language is the phrase strike while the iron is hot?” (adage) Allow students to turn to their neighbor to discuss possible responses. If necessary, probe with additional questions, “Is it dramatic, have a different meaning than the words together, or have a bit of truth to it?” (have a bit of truth to it) Allow students to share their answers aloud.

2. Ask, “What meaning is the author trying to convey through the use of figurative language?” (to take advantage of good timing) Continue with other examples of figurative language such as: back seat driver (idiom), I’ve told you a million times (hyperbole), There is no such thing as a free lunch (adage), You can’t have your cake and eat it too (adage), Don’t beat around the bush (idiom), and It is so cold I have an icicle dripping from my nose (hyperbole).

1. Have students, either independently or in pairs, complete the Sort Figurative Language activity sheet (Student Guided Practice Book, page 176).

1. 1. 1. 1. 1. I Do

1. 1. 1. We Do

1. 1. 1. 1. You Do

Whole-Group Lesson Before Reading min.

Understanding Figurative Language (cont.)

Whole-Group Lesson (cont.) During Reading min.

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Ask students to write three questions they have about the text on individual sentence strips. Read each student’s questions aloud to the group. Have them work in pairs to decide how to answer the questions.

Language Support

1. Guide students in a close reading of All in A Day’s Work (Student Guided Practice Book, page 174) independently. To perform a close read, read and analyze a text as if it were under a microscope.

2. Read the first paragraph aloud. Point out the figurative language ...bounced out of bed. Say, “When I read this phrase, I know it is figurative language because people don’t actually bounce out of bed. It is a hyperbole. I know because it is an exaggeration. The author is using it to tell us that the son had a bunch of energy first thing in the morning. I think this hyperbole helps me to really understand how much energy the character had, and it gives me a more clear mental image.”

1. Read the next three paragraphs aloud. Say, “Where is the author using figurative language, hyperboles, idioms, and adages in this section of text?” (early to bed...)

2. Have students use the text to support their answers. Allow students to turn to their neighbor to discuss possible responses. Then, probe with additional questions, “What type of figurative language is the author using?” Allow students to share their answers aloud. (adage)

3. Ask, “What meaning is the author trying to convey through the use of figurative language?” (a small bit of truth) Have students reread the section to find the answer.

1. Have students finish reading the rest of the story and, either independently or in pairs, complete the Figure Out Figurative Language activity sheet (Student Guided Practice Book, page 177) either now or during the Differentiated Instruction portion of the lesson.

1. 1. 1. 1. 1. 1. I Do

1. 1. 1. 1. 1. We Do

1. 1. 1. You Do

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Language (cont.)

1. Review the idea that figurative language supplies meaning in a story, poem, or song. Reread the title of the passage, All in A Day’s Work.

2. Say, “The text centers around the idea that the boy is using a bunch of different sayings, so his dad will need to do his chores. The boy is using the figurative language to supply meaning to what is going on that morning.”

1. Ask, “What are some other examples of figurative language in the passage?” Allow students time to reread the passage and formulate their answers. Have students turn to a partner to share examples of figurative language. Have students use the text to support their answers. As needed, redirect students to find hyperboles, idioms, and adages in the passage.

2. Prompt students to explain the type of figurative language in the text for each example. Then ask, “Why do you think the author chose to use figurative language here?” Allow students to share their answers aloud. Have students use the text to support their answers.”

3. Say, “What questions do you still have regarding the use of figurative language like similes and metaphors? Turn to your neighbor and share your question.”

1. Ask, “Which use of figurative language in the text is the most powerful? Why?” Have students engage in a discussion of which hyperbole, idiom, or adage they think is the most powerful. Note their precise use of language in the discussion.

1. 1. 1. 1. 1. I Do

1. 1. 1. 1. We Do

1. 1. 1. 1. 1. You Do

Whole-Group Lesson (cont.) After Reading min.

Understanding Figurative Language (cont.)

Writing min.

Tell students to think about All in a Day’s Work. Then, read aloud the prompt from the Written Response activity sheet (Student Guided Practice Book, page 178). You may wish to have students complete the digital version of the writing prompt found on the Digital Resources USB Device.

Fluency Practice min.

Assist students in identifying characters’ voices. Draw attention to the way each character speaks. Would he or she speak loudly or softly? Is the character shy or confident? Select a line of dialogue from the passage and have students model how the character might deliver this dialogue (excitedly, quietly, angrily) based on the events in the story and what they have learned about each character. Draw students’ attention to the importance of using expression when reading and how a reader’s expression changes with the moods of the characters.

Progress Monitoring min.

1. Have students complete the Quick Check activity sheet (Student Guided Practice Book, page 179) to gauge student progress toward mastery of the Learning Objectives.

2. Based on the results of the Quick Check activity sheet and the teacher’s observations during the lesson, organize students into groups and continue with the Differentiated Instruction support and the Literacy Games.

Have students complete a timed reading of the passage. This passage has 297 words. The fluency goal is 128 words per minute. See pages 16–17 of the Assessment Guide for instructions and the fluency rubric.

Assessment Opportunity

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Then, read aloud the prompt from the page 178). You may wish

to have students complete the digital version of the writing prompt found on the Digital

Assist students in identifying characters’ voices. Draw attention to the way each character speaks. Would he or she speak loudly or softly? Is the character shy or confident? Select a line of dialogue from the passage and have students model how the character might deliver

) based on the events in the story and what they have learned about each character. Draw students’ attention to the importance of using expression when reading and how a reader’s expression changes with the moods of the characters.

Have students complete a timed reading of the passage. This passage has 297 words. The fluency goal is 128 words per minute. See pages 16–17

Assessment Guidefor instructions and the fluency rubric.

Assessment Opportunity

speaks. Would he or she speak loudly or softly? Is the character shy or confident? Select a line of dialogue from the passage and have students model how the character might deliver

) based on the events in the story and what they have learned about each character. Draw students’ attention to the importance of using expression

Have students complete

passage. This passage has 297 words. The fluency

minute. See pages 16–17 Assessment Guide

for instructions and the

Assessment Opportunity

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Skip your

next turn!

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Skip your

next turn!

Take an

extra turn!

Literacy Game Sets

Digital Literacy Games

Literacy GamesDivide students into groups. Assign each group to one game. For instructions on how to organize, manage, and play the Literacy Games see pages 30–34.

Extend Learning Help students make a figurative language book that helps them to study and

refer to different types of figurative language they encounter as they read. Have students write the example of figurative language, draw a picture showing the literal meaning, and draw a picture showing the figurative meaning.

Extend Learning Extend Learning Help students make a figurative language book that helps them to study and

Lesson

29Understanding Figurative

Language (cont.)

Differentiated Instruction min.

While the teacher meets with each group below, the remaining students will play the Literacy Games.

Reteach 1. Reread All in a Day’s Work aloud, or play the

professional recording from the Audio CD.

2. Explain to students that when reading text with figurative language, it is important to look beyond the literal meaning of the words and infer the author’s meaning.

3. Reread the text, stopping after the first example of figurative language, and ask, “What is the author really saying in these lines?” Have students use the text to support their answers.

4. Have students identify the other uses of figurative language and identify the author’s meaning.

Reinforce 1. Reread All in a Day’s Work aloud, or play the

professional recording from the Audio CD.

2. Explain to students that when reading text with figurative language, it is important to look beyond the literal meaning of the words and infer the author’s meaning.

3. Have students reread the text and highlight the uses of figurative language. (a penny saved is a penny earned, etc.) Then, discuss the figurative and literal meaning of each.

The alarm clock rang. It was only six o’clock, but Jeremy bounced out of bed, somehow wide awake and full of energy.

“Good morning, Dad!” he chirped.

“Well, this is a surprise!” his dad answered, unaccustomed to seeing his son so energized first thing in the morning.

“You know what they say,” Jeremy responded. “Early to bed and early to rise, makes a man healthy, wealthy, and wise.”

His dad chuckled, shook his head, and headed for the stairs.

Jeremy was the first one downstairs and had already finished his breakfast, washed his dishes, and walked the dog by the time the rest of the family finally joined him.

“Why are you in such a big hurry today?” his mom asked.

“I’m going to catch the bus so you won’t have to drive me to school,” Jeremy answered. “Gasoline is expensive, and a penny saved is a penny earned, you know!”

His mother laughed, surprised to hear her son suddenly being so frugal.

“I have to stop by school this afternoon for a meeting, so I can give you a ride home,” his mom offered.

“Terrific!” said Jeremy, scrambling out the door. “You’ll be killing two birds with one stone.”

As the door shut behind him, Jeremy’s mother glanced at his dad in confusion. “Either that boy is crazy or something strange is going on here,” she said.

“Jeremy and I made a bet about who could use the most sayings,” his dad said, laughing. The day’s not over yet, but I suspect I’m going to lose. And if I do, I’ll have to do his chores for an entire week!”

Jeremy’s mother was speechless.

“What’s the matter? Cat got your tongue?” his dad said with a wink.

“Nope,” she answered. “Haven’t you heard? Silence is golden.”

A penny saved is a

penny earned.

All in a Day's W rk

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Name: ___________________________________________________ Date: ____________________

B

Word Work Part 1: Choices, Choices

Directions: Use the correlative conjunctions below to finish each sentence.

neither/nor either/or not only/but

1 ___________________ he woke up on the wrong side of the bed,

___________________ I came in at the wrong time.

2 ___________________ is he winning, ___________________ the day is still young.

3 That morning, ___________________ Jeremy’s mother

___________________ father knew what to say.

Part 2: Language and Vocabulary Directions: Match the idioms to their meanings.

Idioms Meanings

all in a day’s work getting two things done at once

killing two birds with one stone not speaking

cat got your tongue typical or normal

Challenge: Choose one or more idioms from above and use them in a sentence.

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Name: ___________________________________________________ Date: ____________________

Sort Figurative Language Directions: Read the examples of figurative language below. Then, decide which type of figurative language it is, and write each phrase in the correct column on the chart.

Figurative LanguageYou are never too old to learn.

It’s raining cats and dogs!

Strike while the iron is hot!

Don’t be a back seat driver!

I’ve told you a million times!

There is no such thing as a free lunch.

You can’t have your cake and eat it, too.

Don’t beat around the bush!

It is so cold that I have an icicle dripping from my nose.

Hyperboles

Idioms

Adages

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Figure Out Figurative Language

Directions: Find three examples of figurative language from All in a Day’s Work. Then, write the phrase and its meaning in the chart below.

Figurative Language Meaning

1

2

3

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Written ResponseWritten ResponseWritten ResponseDirections: Write a short narrative showing how the idiom “early to bed and early to rise, makes a man healthy, wealthy, and wise” is true. Make sure to include dialogue and descriptions.

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1 Which of these is the correlative conjunction?

Neither the teacher nor his students had ever read the book before.

Ahad, ever B the teacher, his students, C the book Dneither, nor

2 Which of the following means “to take care of two things at once?”

A silence is golden B cat got your tongue Cput all your eggs in one

basket Dkill two birds with one

stone

3 The sentence below is an example of which type of figurative language?

“Gasoline is expensive, and a penny saved is a penny earned, you know!”

Ahyperbole B idiom C adage D simile

4 Why do you think the author chose to use the figurative language chirped in the sentence below?

“Good morning, Dad!” he chirped.

A to show that Jeremy just woke up

B to show that Jeremy is in a happy mood

C to show that Jeremy is a bird

D to show that Jeremy is late for school

Name: ___________________________________________________ Date: ____________________ Lesson

Quick Check

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